Geared towards a child’s strengths, scaffolded learning is at the core of our mixed ability classrooms throughout the Primary Years. We know that even at this age, children need multiple opportunities to solidify core academic skills and grow in confidence because every child learns in their own unique way. Our multi-age Milepost 1-3 classrooms provide students with flexibility to revisit more challenging subject areas and excel in their areas of strength.
At Chatmore, our multiage classrooms allow us to cater to the individual needs of each child within a curriculum framework that is both challenging and fun. Working to the standards of the International Primary Curriculum (IPC), each Milepost gives a child two years to master the curriculum requirements without being ‘pushed through’ before they are ready. Subject goals cover the knowledge, skills and understanding of children relating to the subjects they are learning: Language Arts, Mathematics, Science, ICT & Computing, Technology, History, Geography, Music, Physical Education, Art and Society. We support our learning by using the National Curriculum of England and Wales for Maths and English.
As teachers we know that learning happens in an environment where children feel at ease, where they are challenged but relaxed. At Chatmore we spend time fostering relationships and developing confidence through regular class and individual meetings that focus on emotional literacy and social skills. The IPC personal goals underpin the individual qualities and dispositions we believe children will find essential in the 21st century. There are 8 IPC Personal Goals: enquiry, resilience, morality, communication, thoughtfulness, cooperation, respect and adaptability. Opportunities to experience and practice these are built into the learning tasks within each unit of work.
Our highly experienced teachers ensure that all learning, including English and Math takes place in a connected way. Teachers carry out ongoing assessments and use these to inform the learning experiences support children towards mastery. We assess a child based on knowledge, skills and understanding. Utilising structured rubrics, our teachers assess learning based on whether the child is at the ‘beginning’, ‘developing’ or ‘mastering’ level. Children are provided with clear expectations so they can also be an active self-assessor of their learning.
At Chatmore, teachers carefully plan for learning using technology all while knowing that we must equip our children with responsible technological skills. A variety of devices are used to support a more connected learning experience, allowing children to . At Chatmore, we use Google Apps for education enabling content to be delivered in a more innovative way. We encourage collaboration with learners in the classroom and around the globe. At Chatmore we ensure a blend between the very best in-person teaching models and innovative practices that will support, enhance and redefine learning experiences for our children.